The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math
When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.
Anne C. Krendl,
Jennifer A. Richeson,
William M. Kelle,
Todd F. Heatherton
What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching
Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.
The Effectiveness of a One-year Online Mentoring Program for Girls in STEM
An online mentoring program in Germany supports girls’ development in STEM, with greater reach and similarly positive results when compared to traditional in-person mentoring.
Heidrun Stoeger,
Xiaoju Duan,
Sigrun Schirner,
Teresa Greindl,
Albert Ziegler
When Trying Hard Isn’t Natural: Women’s Belonging with and Motivation for Male-Dominated STEM Fields as a Function of Effort Expenditure Concerns
Recognizing that effort is normal and necessary for success, rather than emphasizing the importance of “natural talent”, can increase women’s sense of belonging and motivation to continue in male-dominated STEM fields.
Jessi L. Smith,
Karyn L. Lewis,
Lauren Hawthorne,
Sara D. Hodges
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science
A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.
National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track
Male and female faculty revealed a 2:1 preference for hiring women across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference.
The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math
When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.
Anne C. Krendl,
Jennifer A. Richeson,
William M. Kelle,
Todd F. Heatherton
The Effectiveness of a One-year Online Mentoring Program for Girls in STEM
An online mentoring program in Germany supports girls’ development in STEM, with greater reach and similarly positive results when compared to traditional in-person mentoring.
Heidrun Stoeger,
Xiaoju Duan,
Sigrun Schirner,
Teresa Greindl,
Albert Ziegler
What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching
Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.
When Trying Hard Isn’t Natural: Women’s Belonging with and Motivation for Male-Dominated STEM Fields as a Function of Effort Expenditure Concerns
Recognizing that effort is normal and necessary for success, rather than emphasizing the importance of “natural talent”, can increase women’s sense of belonging and motivation to continue in male-dominated STEM fields.
Jessi L. Smith,
Karyn L. Lewis,
Lauren Hawthorne,
Sara D. Hodges
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science
A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.
National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track
Male and female faculty revealed a 2:1 preference for hiring women across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference.
